Learning by Evaluating in Engineering Design Classrooms: A 5E Instructional Model Perspective from Teachers
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| Title: | Learning by Evaluating in Engineering Design Classrooms: A 5E Instructional Model Perspective from Teachers |
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| Language: | English |
| Authors: | Wonki Lee (ORCID |
| Source: | Journal of Technology Education. 2025 37(1):94-129. |
| Availability: | Journal of Technology Education. Available from: Virginia Tech Publishing. Newman Library, Suite 420 (0434), 560 Drillfield Drive, Blacksburg, VA 24061. Web site: https://jte-journal.org/ |
| Peer Reviewed: | Y |
| Page Count: | 36 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Engineering Education, Engineering Technology, High School Teachers, Peer Evaluation, Educational Strategies, Teaching Models, Teaching Methods, Technology Education, Evaluation, Design, Learner Engagement |
| Geographic Terms: | Georgia (Atlanta) |
| ISSN: | 2331-4702 1045-1064 |
| Abstract: | This study explores how Learning by Evaluating (LbE) can be integrated into the 5E instructional model to support Technology and Engineering Education. LbE, influenced by comparative judgment, engages students in analyzing peer work to foster reflection, design reasoning, and iterative thinking. Using qualitative content analysis of teacher interviews, this research investigates how LbE can contribute to each phase of the 5E model: Engage, Explore, Explain, Elaborate, and Evaluate. Findings suggest that LbE enhances engagement during the Engage phase by leveraging real-world examples and peer comparisons to activate interest and prior knowledge. In the Explore phase, it aids design ideation and constraint recognition, though students often need structure to express their insights. During the Explain phase, LbE supports analytical thinking by helping students distinguish strong and weak designs, yet misconceptions may persist without debriefing. In the Elaborate phase, LbE reinforces the value of feedback and supports refinement of criteria and constraints, serving as a primer for redesign. In the Evaluate phase, it promotes reflection and group communication, though many students struggle to articulate evaluative reasoning without scaffolding. Overall, LbE offers a flexible and impactful way to deepen learning when intentionally embedded across the 5E framework. However, its success depends on thoughtful implementation and alignment with broader design thinking goals. The study recommends future research to explore how LbE supports long-term learning outcomes and how it may be adapted for diverse classroom settings. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489489 |
| Database: | ERIC |
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| Abstract: | This study explores how Learning by Evaluating (LbE) can be integrated into the 5E instructional model to support Technology and Engineering Education. LbE, influenced by comparative judgment, engages students in analyzing peer work to foster reflection, design reasoning, and iterative thinking. Using qualitative content analysis of teacher interviews, this research investigates how LbE can contribute to each phase of the 5E model: Engage, Explore, Explain, Elaborate, and Evaluate. Findings suggest that LbE enhances engagement during the Engage phase by leveraging real-world examples and peer comparisons to activate interest and prior knowledge. In the Explore phase, it aids design ideation and constraint recognition, though students often need structure to express their insights. During the Explain phase, LbE supports analytical thinking by helping students distinguish strong and weak designs, yet misconceptions may persist without debriefing. In the Elaborate phase, LbE reinforces the value of feedback and supports refinement of criteria and constraints, serving as a primer for redesign. In the Evaluate phase, it promotes reflection and group communication, though many students struggle to articulate evaluative reasoning without scaffolding. Overall, LbE offers a flexible and impactful way to deepen learning when intentionally embedded across the 5E framework. However, its success depends on thoughtful implementation and alignment with broader design thinking goals. The study recommends future research to explore how LbE supports long-term learning outcomes and how it may be adapted for diverse classroom settings. |
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| ISSN: | 2331-4702 1045-1064 |
